Avatars, Media Usage, and the Linkages to E-learning Effectiveness

A fast-growing trend in e-learning environments is the investment in avatar technology to deliver an engaging and interesting learning experience. E-learning itself has limited and inconsistent research into its learning effectiveness, and this is especially true for innovative avatar instructional methods. The purpose of this research was to develop a generalizable theory that can be used to assess the learning effectiveness of various media types used in e-learning environments. A research model was developed and used to study a U.S. Air Force Squadron Officer School Distance Learning program that used avatar, video, audio, and text-based scenarios to reinforce learning objectives. It was hypothesized that media with higher levels of learning engagement (LE) would lead to more favorable reactions and thus higher levels of understanding. While text and audio showed positive LE results, the hypotheses for both avatar and video influence on LE were not supported. Results also showed full and partial support for LE leading to favorable learning outcomes. The model developed in this research identified the learning effectiveness of an e-learning program and can be used to guide education and training investment decisions based on proven learning outcomes rather than the surface appeal of emotional interest and engagement features

Web interactive multimedia technology in university learning environments

This research studies the implementation of Elluminate, a web interactive multimedia technology used for teaching in universities. Four higher education level subjects were used as case studies to gather qualitative data from a range of stakeholders. A Design Science Research in Information Systems approach underpinned the research model used to drive data collection. This approach ensures that a utility artefact is generated by the research. In this research, guidelines were derived to assist lecturers and academic developers to choose appropriate technology affordances during subject design. Assistance during the subject design phase when lecturers and academic developers are faced with emerging technologies, such as, Elluminate, new learning spaces and a range of group sizes is critical to delivery of successful learning activities. The importance of Web 2.0 technologies to higher education institutions is undisputed. Trends towards blended classrooms, globalisation and students separated by geographical distance have influenced universities’ decisions to adopt technologies that enable ready access to information, real-time interactivity and collaboration, in order to facilitate students’ learning. The challenges for universities are to provide a continuous upgrade of information technology infrastructure and to enable fast adoption and implementation in the classroom. At times the rate of technology advancement and institutional adoption outstrips staff capacity to implement the technology affordances effectively in the learning and teaching environment. Hence, studying the use of Elluminate, technology affordances in learning activities in higher education, which is the central focus of this research, is a key to successful learning and teaching in universities. This research provides a contribution to support decision making in subject design in the form of guidelines. The guidelines as an outcome of this research were built from the data analysis based on the Design Science Research framework (Venable 2006a). A Design Science approach required a theoretical underpinning to the research model that included the use of technology adoption theories and constructive alignment learning theory (Davis 1989; Rogers 2003; Biggs1996). Stakeholders’ opinions were considered to provide a holistic view of Elluminate implementation in universities